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Abstract

The purpose of this study was to examine responses from U.S. high school students with (n = 356) and without (n = 1,599) an Individualized Education Program (IEP) on 11 independent living skills (ILS) items taken from a broader college and career readiness assessment. Results indicated significant differences in ILS proficiency based on IEP status. Specifically, students with IEPs self-rated lower across all items. Students with and without IEPs self-rated the most similarly on community participation and differed the most on technology use. There were also notable differences based on school demographics. Limitations, implications for practice and policy, and research are discussed with regard to critical ILS that should be prioritized for all students, including those who receive special education transition services.

Keywords

independent living skills college and career readiness transition adolescents secondary education

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Independent Living Skills and College and Career Readiness

Abstract

Keywords

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References